This lesson follows the compass activity and transitions from magnets into motors. Little is in the GSE’s for this level about electricity, especially in the form of circuits, but it is important for students to have an idea of how electricity ‘works and flows’ to understand the motors and generators, as well as begin to make sense of WHY electric currents and magnets exert forces on each other. The lesson will start with the quiz from the magnetism unit and will go into a more traditional class. We will begin with some questions to get the blood flowing and show a few demonstrations in attempt to show the students what they need to know to move on. It is a battle between understanding and taking too much time, as this isn’t directly in the GSE’s
Opportunities to Learn:
Depth of Knowledge
Some of today’s lesson will be vocabulary, DOK 1. This vocabulary will give rise to basic principles and their application to electricity and currents which will require a bit more abstract thinking, DOK 2 and possibly 3
Prerequisite Knowledge
Students are bound to have their own theory of how electricity works, and it will be my goal to fill that with real science. Beyond this no prerequisite knowledge is really needed, as today is the requisite knowledge building day.
Plans for Differentiating Instruction
N/A see below
Accommodations and modifications
All students will be told to take notes during class, but during class I will provide handouts as well as a summary handout at the end, this way those struggling with good note taking will also have the information while practicing the note taking
Environmental factors
The regular set up is perfect
Materials
• Quiz
• Matter Handout
• Atom handout
• Summary handout
• SS
• Electric flow demo stuff
Objectives:
• Students will recognize that atoms make up all matter• Students will recognize that atoms have subatomic particles
• Students will provide a standard explanation for the ‘marble flow’ theory of electric current
Instruction:
Opening:
As students come in they will take a Science Starter and being to think of the days question (what do you think an atom is and looks like, which will give me an idea of their background knowledge – look through while they are taking the quiz). Once everyone has settled in and had a minute to think about the Science Starter I will hand out the quiz (shouldn’t take more than 10 minutes)
Engagement:
Once I have collected the quiz I will quickly recap with students. In the past week or so we have discovered a lot about magnets. And we have done it just like real scientists. But sometimes even scientists need to hit the books to find out more. So before we can move on to motors we need to learn a little about electricity and how that works. I need everyone to take notes today, so please take out your notebook.
Basing how much student involvement I ask for based on the remaining time left in the class, I will try to at least briefly explain the following list of items to the students. At least having some familiarity to the topics will help them to understand more fully when we begin to apply them
• Everything is matter
• Matter is made of atoms
• Atoms have Protrons, electrons and neutrons
• Atoms can lose electrons
• Atoms are the smallest form of distinguishable matter
• Electrons flow through wire like balls in a pipe
This will be accomplished in part by a more traditional note taking approach, however once we get to the part about the flow I will do a demonstration with a clear tube of ping pong balls and if one goes in one goes out model.
After getting past the more routine and boring notes I will attempt a class brainstorming activity based on why the light bulb I placed near the compass seems to be moving it – Hopefully drawing the real answer and PS 3 8d directly from a student’s mouth – if not I will provide it.
Closure:
To close out today’s lesson I would like to bring the students back and ask a few questions to check for understanding. Tonight’s homework will be to review their notes and have a question for the science starter tomorrow.
Assessment:
Today’s quiz is a formative assessment that will alert me to any large gaps in student understanding that can be brought up in the next class meeting if needed.
Lesson Plan
Lesson Title:
Intro to ElectricityState Standards: GLEs/GSEs
• PS 3 8b• PS 3 8c• PS 3 8d
National Standards:
Context of Lesson:
This lesson follows the compass activity and transitions from magnets into motors. Little is in the GSE’s for this level about electricity, especially in the form of circuits, but it is important for students to have an idea of how electricity ‘works and flows’ to understand the motors and generators, as well as begin to make sense of WHY electric currents and magnets exert forces on each other. The lesson will start with the quiz from the magnetism unit and will go into a more traditional class. We will begin with some questions to get the blood flowing and show a few demonstrations in attempt to show the students what they need to know to move on. It is a battle between understanding and taking too much time, as this isn’t directly in the GSE’sOpportunities to Learn:
Depth of Knowledge
Some of today’s lesson will be vocabulary, DOK 1. This vocabulary will give rise to basic principles and their application to electricity and currents which will require a bit more abstract thinking, DOK 2 and possibly 3Prerequisite Knowledge
Students are bound to have their own theory of how electricity works, and it will be my goal to fill that with real science. Beyond this no prerequisite knowledge is really needed, as today is the requisite knowledge building day.Plans for Differentiating Instruction
N/A see belowAccommodations and modifications
All students will be told to take notes during class, but during class I will provide handouts as well as a summary handout at the end, this way those struggling with good note taking will also have the information while practicing the note takingEnvironmental factors
The regular set up is perfectMaterials
• Quiz• Matter Handout
• Atom handout
• Summary handout
• SS
• Electric flow demo stuff
Objectives:
• Students will recognize that atoms make up all matter• Students will recognize that atoms have subatomic particles• Students will provide a standard explanation for the ‘marble flow’ theory of electric current
Instruction:
Opening:
As students come in they will take a Science Starter and being to think of the days question (what do you think an atom is and looks like, which will give me an idea of their background knowledge – look through while they are taking the quiz). Once everyone has settled in and had a minute to think about the Science Starter I will hand out the quiz (shouldn’t take more than 10 minutes)Engagement:
Once I have collected the quiz I will quickly recap with students. In the past week or so we have discovered a lot about magnets. And we have done it just like real scientists. But sometimes even scientists need to hit the books to find out more. So before we can move on to motors we need to learn a little about electricity and how that works. I need everyone to take notes today, so please take out your notebook.Basing how much student involvement I ask for based on the remaining time left in the class, I will try to at least briefly explain the following list of items to the students. At least having some familiarity to the topics will help them to understand more fully when we begin to apply them
• Everything is matter
• Matter is made of atoms
• Atoms have Protrons, electrons and neutrons
• Atoms can lose electrons
• Atoms are the smallest form of distinguishable matter
• Electrons flow through wire like balls in a pipe
This will be accomplished in part by a more traditional note taking approach, however once we get to the part about the flow I will do a demonstration with a clear tube of ping pong balls and if one goes in one goes out model.
After getting past the more routine and boring notes I will attempt a class brainstorming activity based on why the light bulb I placed near the compass seems to be moving it – Hopefully drawing the real answer and PS 3 8d directly from a student’s mouth – if not I will provide it.
Closure:
To close out today’s lesson I would like to bring the students back and ask a few questions to check for understanding. Tonight’s homework will be to review their notes and have a question for the science starter tomorrow.Assessment:
Today’s quiz is a formative assessment that will alert me to any large gaps in student understanding that can be brought up in the next class meeting if needed.Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: